Skills to Pay the Bills

Through the Lens of Universal Design for Learning

The activities in this publication are career development “warm-ups” for youth. Certainly, they may
be used as the basis for planning lessons focusing on more extensive career and workforce development
pursuits. The directions and extension activities have been specifically designed and created through
a lens of universal design for learning. According to CAST (previously known as the Center for Applied
Special Technology), universal design for learning is: a framework for designing educational environ-
ments that enable all learners to gain knowledge, skills, and enthusiasm for learning. This is accom-
plished by simultaneously reducing barriers to the curriculum while providing rich supports for learning.

As most youth development professionals recognize, young people come to pre-employment and
employment training programs with a very wide variety of skills, talents, interests, and needs. For
many youth, the typical classroom curriculum – which includes goals, instructional methods, classroom
materials, and assessments – is cluttered with barriers and roadblocks, providing little support or
opportunities to succeed for a wide range of learners. Rather than make extraordinary adjustments
for particular students, universal design for learning lessens this conundrum.

As you work through these activities, consider incorporating some of the following strategies, which
support universal design for learning:

• Seek opportunities for students to demonstrate their learning through multiple modalities (e.g.,
written, oral, graphic representations, and multi-media representations).
• Encourage the use of technology to enhance learning (access to multi-media materials) and
performance (e.g., spell check and word prediction software).
• Include opportunities for students to complete “do-overs” based on your feedback.
• Provide instructions describing the components or steps for completion for activities. You might
consider having printed copies of directions, audio-taped instructions, and pictures. If you have
access to a computer or laptop, instructions can be both seen and heard on the computer. Most
computers today come equipped with accessibility software and are often pre-packaged with a
magnifier, on-screen keyboard, narrator functions, and high contrast options.
• Encourage students to play an active role and present their own thoughts and opinions throughout
the activities.
• Provide feedback to individual students in multiple forms (for example, face-to-face, email, online
chat, telephone, etc.).
• Include opportunities for students to collaborate.
• Provide opportunities for students to contact you to ask questions.
• Promote a strengths-based learning process.

Regardless of any barrier to employment (including, but not limited to disability) the activities in this
publication, coupled with the strategies and spirit of universal design for learning (and a sprinkle of
creativity), are intended to help all youth prepare for career and personal success through the
development of soft skills.

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